Identify the school-based RtI Leadership Team.

Principal: (Required Member) The Principal provides a common vision for the use of data-based decision–making, models the Problem Solving Process; supervises the development of a strong infrastructure for implementation of PS/RtI; ensures that the school-based team is implementing PS/RtI; conducts assessment of PS/RtI skills of school staff; ensures implementation of intervention support and documentation; ensures and participates in adequate professional learning to support PS/RtI implementation; develops a culture of expectation with the school staff for the implementation of PS/RtI schoolwide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.
Assistant Principal: Assists Principal in providing a common vision for the use of data-based decision-making, assists in the development of a strong infrastructure of resources for the implementation of PS/RtI, further assists the principal in the assessment of PS/RtI skills, implementation of intervention support and documentation, professional learning, and communication with parents concerning PS/RtI plans and activities.
Selected General Education Teachers: (Recommend at least one Primary Teacher and one Intermediate Teacher) – Provides information about core instruction; participates in student data collection; delivers Tier 1 instruction/intervention; collaborates with other staff to implement Tier 2/3 interventions; and integrates Tier 1 materials/instruction with Tier 2/3 activities.
Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.
Academic Intervention Facilitators: Develops, leads, and evaluates school core content standards/programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk,” assists in the design and implementation for progress monitoring, data collection, and data analysis, participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.
School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical evaluation; assists in facilitation data-based decision making activities.
PS/RtI Behavior Representative (PBS): Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; assists with professional development for behavior concerns; assists in facilitation data-based decision making activities.
Speech Language Pathologist: Educates the team in the role language plays in curriculum assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systematic patterns of student need with respect to language skills.
Guidance Counselor: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. Communicates with child-serving community agencies to support the students’ academic, emotional, behavioral, and social success.
Technology Specialist: Develops or brokers technology necessary to manage and display data, provides professional development and technical support to teachers and staff regarding data management and graphic display.

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

The PS/RtI Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model.
The PS/RtI Leadership Team will meet at least once per month (or more frequently as needed) to engage in the following activities:
o Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level and identify students meeting/exceeding benchmarks as well as those at moderate or high risk for not meeting benchmarks. This will be done at least three times per year or more frequently if new data is available.
o Help referring teachers design feasible strategies and interventions for struggling students by collaborating regularly, problem solving, sharing effective practices, evaluating implementation, assist in making decisions for school, teacher, student improvement.
o Facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.
o Focus on improving student achievement outcomes with evidence-based interventions implemented with fidelity and frequent progress monitoring.
o Intervention teams also foster a sense of collegiality and mutual support among educators

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

The PS/RtI Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the development of a systemic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing); and aligned processes and procedures.

Describe the data management system used to summarize tiered data.

Baseline data is gathered through August and September. FAIR data is processed through the Progress Monitoring and Reporting Network (PMRN). Kindergarten and First Grade data is gathered for the SBAR. First and Second Grade instructional data is gathered from the previous year's SAT/10. Third through Tenth Grade instructional data is gathered from the previous year’s FCAT scores.
Progress Monitoring data is gathered mid-year and toward the end of the year. FAIR data is processed twice more through the PMRN. Kindergarten and First Grade data is gathered for the SBAR every nine weeks. Other Progress Monitoring data is collected as needed for classroom or student progress. This information may be obtained by probes, Quick Reads, Fluency checks, BEAR, SRI, etc.
Diagnostic Assessment data is gathered through the FAIR, ERDA, and DAR
End of Year data is gathered through FAIR, SAT/10, FCAT, and SBAR.
Data is discussed and analyzed at least monthly at the PS/RtI Leadership Team Meetings.

Describe the plan to train staff on RtI.

Professional learning will be provided during the teachers’ common planning time and sessions will occur throughout the year. The PS/RtI Overview will be provided in mid-August/September. The District has five other mini-modules that will be provided throughout the year.
The PS/RtI Leadership Team will evaluate additional staff Professional Learning needs during the monthly PS/RtI Leadership Team meetings.

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

After disaggregating the 2008-2009 FCAT data grade report, the following areas of strengths and weaknesses were noted:

Third grade students meeting high standards in reading decreased from 78% total mastery on the 2007-2008 FCAT Grade Report to 66% mastery on the 2008-2009 FCAT Grade Report. Third grade students need extra support in the reading strand area of Main Idea/Purpose to meet State points earned for each reading strand.
Third grade students meeting high standards in math decreased from 83% total mastery on the 2007-2008 FCAT Grade Report to 80% mastery on the 2008-2009 FCAT Grade Report. Third grade students met District and State points earned for each math strand.
Fourth grade students meeting high standards in reading increased from 63% total mastery on the 2007-2008 FCAT Grade Report to 78% mastery on the 2008-2009 FCAT Grade Report. Fourth grade students need extra support in the reading strand area of Comparisons to meet State points earned for each reading strand.
Fourth grade students meeting high standards in math increased from 62% total mastery on the 2007-2008 FCAT Grade Report to 88% mastery on the 2008-2009 FCAT Grade Report. Fourth grade students met or exceeded District and State points earned for each math strand.
Fourth grade students meeting high standards in writing increased from 79% total mastery on the 2007-2008 FCAT Grade Report to 84% mastery on the 2008-2009 FCAT Grade Report.
Fifth grade students meeting high standards in reading decreased from 76% total mastery on the 2007-2008 FCAT Grade Report to 68% mastery on the 2008-2009 FCAT Grade Report. Fifth grade students need extra support in the reading strand area of Main Idea/Purpose to meet State and District points earned for each reading strand.
Fifth grade students meeting high standards in math increased from 56% total mastery on the 2007-2008 FCAT Grade Report to 57% mastery on the 2008-2009 FCAT Grade Report. Fifth grade students need extra support in the following math strands: Number Sense, Geometry, Algebraic Thinking and Data Analysis.
Fifth grade students meeting high standards in science increased from 36% total mastery on the 2007-2008 FCAT Grade Report to 49% mastery on the 2008-2009 FCAT Grade Report. Fifth grade students need extra support in the science strand of Scientific Thinking.

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

• When were the Instructional Focus Calendars (IFCs) created?
The IFCs were created in June 2009. The IFC will be updated in October 2009 as determined by disaggregated
data results from the September on-going Assessment, and again in January 2010 as determined by the disaggregated data results from the December on-going Assessment.
• Was data used to develop the IFCs?
The 2009 FCAT results were utilized to develop the IFCs. Data results from the September on-going Assessment, and December on-going Assessment will also be utilized.
• Were teachers included in the development of the IFCs?
Teachers will be responsible for determining the instructional focus of whole group lessons by following the district-wide curriculum maps, small group/differentiated instruction while adjustments will be made respectfully according to student needs.
• How were Benchmarks selected?
Benchmarks were selected as indicated by students’ strengths and weaknesses, which were measured by
progress on class work assignments, on-going assessments, and data results.
• How was the duration of instruction selected for each Benchmark?
The duration of instruction for each Benchmark was determined by the amount of time allotted in the IFC to
ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in
the IFC, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice,
assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a
whole group or small group setting with time allocated by the school-wide master schedule.
• How will the administration ensure the IFCs are used by all teachers?
Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans,
monitoring teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and
implemented effectively. Facilitators/Coaches will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation.
• How will assistance be provided to teachers who struggle implementing the IFCs?
Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend
professional development sessions, have a mentor assigned to them, and participate in the process of
observing other teachers who are successful. The subject area coaches and/or grade level chairperson will
provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities,
and utilize the support of their colleagues during weekly team meetings.

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

Reading: Main Idea/Purpose was the least proficient strand and will be given priority focus.
Writing: Organization was the least proficient strand and will be given priority focus.
Mathematics: Number Sense was the least proficient strand and will be given priority focus.
Science: Scientific Thinking was the least proficient strand and will be given priority focus.

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

• Were the learning gains of teachers analyzed to determine which teachers should teach certain
students?
Once FCAT scores were released, the administration determined student learning gains by teacher and
adjusted the master schedule to prevent low-performing teachers from teaching the same class again.
• Are the most effective teachers instructing the weakest students?
An analysis of learning gains allowed the strongest teachers to be paired with the neediest students.

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

A daily focus of the school is for teachers and students to ask each other, “why are we learning this?” to ensure
that instruction is always relevant.

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

N/A

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

• Did grade level teachers work together to create the IFCs?
Grade level teachers will meet weekly to determine the areas of students’ strengths and weaknesses as
demonstrated by class work assignments and assessment results. Lesson plans will be created for
differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above
mastery.
• Will grade level teachers meet throughout the school year to share best practices and resources when
implementing the IFCs?
Teachers will meet weekly for “grade level meetings”, will meet weekly with the academic facilitators, and will meet monthly during Professional Learning Communities to share best practices and resources.

How are instructional focus lessons developed and delivered?

• How were instructional focus lessons developed?
Focus lessons were provided by the instructional coaches for each subject area based on a review of previous
assessments where students were struggling.
• How was it determined which lessons will be used?
The focus lessons selected by the instructional coaches are aligned to the Benchmarks and standards for each
subject area and cover those Benchmarks that are annually assessed on the FCAT.
• When will the lessons be taught during the instructional period (beginning of the class, end of the
class)?
The 5 to 10-minute focus lessons will be taught at the beginning of each day.
• Who will teach the focus lesson (content area teachers only?)?
Homeroom teachers will teach the focus lesson that correlates with their subject area. In the
future, depending on need, special area teachers may also teach focus lessons.

How will instructional focus lessons be revised and monitored?

• What will determine if the focus lessons need to be revised?
Student mastery on mini-assessments and on-going assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught.
• How will teachers and administrators ensure that the focus lessons are effective?
Teachers, facilitators and administrators will ensure the effectiveness of the focus lessons by analyzing data results from focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group instruction.

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

• What is the assessment used to determine student comprehension, based on the IFCs?
Mini-assessments based on the focus lessons will be administered as well as pre and post testing.
• How many questions will be used for each Benchmark?
No more than 10-20 questions per Benchmark will be utilized for assessment purposes.
• How often will the assessments be administrated?
The assessments will be administered on a monthly basis.

How are assessments used to identify students reaching mastery and those not reaching mastery?

• What will mastery be for the assessments? Explain the rationale for this decision.
Mastery will be set at 70% to ensure student proficiency of each benchmark.
• How will the assessment results be used to redirect the IFCs and focus lessons?
The assessment results will be used to determine the instructional focus of whole group lessons. An Item-
Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently.
• How will teachers differentiate their instruction based on assessment results?
Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to
those students earning less than 50%, additional instruction and practice opportunities for those students
earning between 50-70%, and enrichment/advanced instruction to students earning above 70%.

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

• How will teachers differentiate their instruction for students who are performing at mastery levels?
Students at and above mastery level will receive opportunities to enhance or enrich current skills (according to the daily assigned time within the master schedule) by participating in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency.

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

• When and how often will teachers meet to review assessment data (formative and summative) by
content area and grade level?
Teachers will meet weekly. The meetings will alternate each week as follows: one week the teachers will meet
by grade level and the following week they will meet by content area. This rotation will continue throughout the
year.
• How will these meetings be facilitated and documented?
The meeting will be facilitated by the subject area facilitator/coach, the team leader, and/or the department chairperson.
A teacher will be designated to record notes from the meeting, and the notes will be submitted along with the
weekly agenda to the administrative staff. Members of the administrative team (A-Team) will attend meetings on a rotating basis.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

• How will the Principal and Leadership Team ensure that data analysis of assessment results is being
used to differentiate instruction based on students’ academic needs?
The Principal and Leadership Team will meet with teachers either during weekly meetings, or one-on-one to
discuss assessment results and student progress. During these meetings, lesson plans, data binders, and
student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address
individual student needs. Progress Monitoring logs will also be utilized to document the process of teaching,
assessing, re-teaching, and re-assessing.
• What role will instructional coaches play with the IFCs and focus lessons?
The instructional facilitators/coaches will assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction. The instructional coach will also help with the process of grading, recording, and charting student scores.

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

Success For All – Solutions, Harcourt and Scott Foresman texts, Compass/Odyssey, Soliloquy, Kaplan, Spell Read, Accelerated Reader, Kathy Robinson, MadScience, Dr. Stephanie Pasley – Math Party, bby math materials

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

• What materials or instructional strategies will be used to re-teach non-mastered target areas?
Resources from the state adopted textbooks which are designed for intensive instruction will be utilized.
Computerized programs or instructional software (e.g. Compass/Odyssey, Soli), in addition to Internet instructional Web sites such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to students in non-mastered areas. Resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions before or after school (Early Extended Learning Program and/or Extended Learning Program respectively).

How does the school identify staff’s professional development needs to improve their instructional strategies?

• Data analysis? Administrative walkthroughs? Teacher requests?
Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by
administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need
for professional development sessions.

Which students will be targeted for supplemental and intensive instruction/interventions?

• How will it be determined which students receive supplemental and intensive instruction/interventions?
As a result of progress monitoring (class work assignments and assessment results) and observations
(classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate
academic difficulty will receive supplemental and intensive instruction/interventions.
• Will students not making mastery be offered after-school assistance (e.g. Supplemental Educational
Services (SES)) or be assisted during the regular schedule?
Students not making mastery will be offered before and/or after-school assistance via extended learning programs, as well as assistance during the regular school day from instructional coaches, and personnel hired to provide tutorial services with Success For All.

How will the effectiveness of the interventions be measured throughout the year?

• How will it be determined if the interventions applied to students not making mastery are successful?
All personnel providing services to a student not making mastery will meet to discuss their evidence and/or
documentation of strategies and interventions that have previously been utilized. Factors hindering
implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are
unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through
FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction.

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

• What courses or instructional programs are offered to students who exceed mastery levels?
Students who typically exceed mastery levels participate in the school’s enrichment program. Students also
are observed and monitored for a screening to consider recommendation for the alpha enrichment program.

Describe how students are identified for enrichment strategies.

• What assessments are used to determine which students are placed in higher level courses and
academic programs?
Quarterly Scholastic Reading Inventory (SRI) results, in addition to student progress, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement in higher level groupings and academic programs. Teacher recommendation is also taken into consideration.
• Do students and parents have input in this process?
Parent conferences are held with the recommending teacher, instructional facilitator/coach, guidance counselor, and a member of the leadership and/or administrative team. The parents are counseled on the expectations for the student in the higher level placement, as well as their continued parental involvement.